Listening and Reading:  Shrum & Glisan Model


Model I

Design lessons that include the following stages (Shrum & Glisan, 1994; p. 120):

A.  Pre-listening/Pre-reading
B.  Identify main elements
C.  Identify details
D.  Organize/revise main ideas/details
E.  Recreate text
F.  React to text/explore intertextuality

** This model has been revised in the Second Edition of Shrum & Glisan, 2000; p. 137.  The authors reworked the model to align with and address the National Standards.  The Revised Interactive Model has five new stages:

Model II

A.  Preparation: students preview the text, establish a purpose, predict meaning, activate background knowledge, preview unfamiliar content, anticipate new vocabulary and text language.
B.  Comprehension: students skim for the gist, scan  for specific information.
C.  Interpretation: students create a list of main ideas and match them to sections of text; students match main ideas to  key details; students read/listen/view "between the lines;" students create visuals of cultural products, practices, perspectives; students ask each other questions about the content of the text; students share their opinions of and  reactions to the text.
D.  Application: students create a written summary of text and/or design an oral/video presentation; students create a follow-up product such as a letter, advertisement, new beginning or ending for text,  visuals.
E.  Extension: students analyze features of two texts and compare content and organization.


Las madres de la Plaza de Mayo is an example that includes both a listening and reading exercise. (Model I)

La identificación personal is an example of a listening activity that also incorporates speaking tasks. (Model II)

El cine is an example of a reading activity that also incorporates speaking tasks.  (Model II)

Chez le dentiste is a French example that uses this model.  (Model II)

Recreation is an example of a reading lesson for use by French or Spanish teachers.  (Model II)

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